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School Psychology Review Volume 21, 1992 - Issue 1
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Articles

Intellectual Assessment of Deaf and Hard-of-Hearing People: A Quantitative and Qualitative Research Synthesis

Jeffery P. BradenSan Jose State UniversityView further author information
Pages 82-94 | Published online: 22 Dec 2019

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YasserA. Al‐Hilawani. (2008) Metacognitive Performances of Hearing Students and of Students who are Deaf and Hard‐of‐Hearing on Two Types of Measures: Visual–voiced and visual–visual stimuli. International Journal of Disability, Development and Education 55:4, pages 331-339.
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Jeffery P. Braden. (1995) For Whom “The Bell” Tolls: Why The Bell Curve is Important for School Psychologists. School Psychology Review 24:1, pages 27-35.
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Articles from other publishers (28)

Lisa S. Davidson, Ann E. Geers, Sandra Hale, Mitchell M. Sommers, Christine BrennerBrent Spehar. (2019) Effects of Early Auditory Deprivation on Working Memory and Reasoning Abilities in Verbal and Visuospatial Domains for Pediatric Cochlear Implant Recipients. Ear & Hearing 40:3, pages 517-528.
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Monica P. Muncy, Sarah E. Yoho & Maryellen Brunson McClain. (2019) Confidence of School-Based Speech-Language Pathologists and School Psychologists in Assessing Students With Hearing Loss and Other Co-Occurring Disabilities. Language, Speech, and Hearing Services in Schools 50:2, pages 224-236.
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Jareen Meinzen-Derr, Susan Wiley, Jannel Phillips, Mekibib Altaye & Daniel I. Choo. (2017) The utility of early developmental assessments on understanding later nonverbal IQ in children who are deaf or hard of hearing. International Journal of Pediatric Otorhinolaryngology 92, pages 136-142.
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Juliana V. Baldo, Selvi R. Paulraj, Brian C. Curran & Nina F. Dronkers. (2015) Impaired reasoning and problem-solving in individuals with language impairment due to aphasia or language delay. Frontiers in Psychology 6.
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Sungmin Im & Ok-Ja Kim. (2013) AN APPROACH TO TEACH SCIENCE TO STUDENTS WITH LIMITED LANGUAGE PROFICIENCY: IN THE CASE OF STUDENTS WITH HEARING IMPAIRMENT. International Journal of Science and Mathematics Education 12:6, pages 1393-1406.
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R. H. T. Leppo, S. W. Cawthon & M. P. Bond. (2013) Including Deaf and Hard-of-Hearing Students With Co-occurring Disabilities in the Accommodations Discussion. Journal of Deaf Studies and Deaf Education 19:2, pages 189-202.
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Jannel Phillips, Susan Wiley, Holly Barnard & Jareen Meinzen-Derr. (2014) Comparison of two nonverbal intelligence tests among children who are deaf or hard-of-hearing. Research in Developmental Disabilities 35:2, pages 463-471.
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Anna Carolina Cassiano Barbosa, Katerina Lukasova, Tatiana Pontrelli Mecca & Elizeu Coutinho Macedo. (2013) Intelligence assessment of deaf students with TONI 3. Psico-USF 18:2, pages 183-191.
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L Gottardis, T Nunes & I Lunt. (2013) A Synthesis of Research on Deaf and Hearing Children's Mathematical Achievement. Deafness & Education International 13:3, pages 131-150.
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A Young ChoiHyun Joon ShimSung Hee LeeSang Won YoonEun-Jeong Joo. (2011) Is Cognitive Function in Adults with Hearing Impairment Improved by the Use of Hearing Aids?. Clinical and Experimental Otorhinolaryngology 4:2, pages 72.
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Nicholas Wood & Julie Dockrell. (2010) Psychological assessment procedures for assessing deaf or hard-of-hearing children. Educational and Child Psychology 27:2, pages 11-22.
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황도순 & 오혜정. (2007) A Content Analysis of Korea and Foreign Experimental Studies on Language of Children with Hearing Impairments. The Journal of Special Children Education 9:1, pages 89-111.
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Adriana A. Zekveld, Jan Berend Deijen, S. Theo Goverts & Sophia E. Kramer. (2007) The Relationship Between Nonverbal Cognitive Functions and Hearing Loss. Journal of Speech, Language, and Hearing Research 50:1, pages 74-82.
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Thomas E. Scruggs, Margo A. Mastropieri & Kimberly A. McDuffie. 2006. Applications of Research Methodology. Applications of Research Methodology 315 335 .
Barbara R. Schirmer & Sarah M. McGough. (2016) Teaching Reading to Children Who Are Deaf: Do the Conclusions of the National Reading Panel Apply?. Review of Educational Research 75:1, pages 83-117.
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Carol S. Lidz. (2004) Successful application of a dynamic assessment procedure with deaf students between the ages of four and eight years. Educational and Child Psychology 21:1, pages 59-73.
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Sandra K. Bowen & Kay Alicyn Ferrell. (2017) Assessment in Low-Incidence Disabilities: The Day-to-Day Realities. Rural Special Education Quarterly 22:4, pages 10-19.
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Rachel I Mayberry & Elizabeth Lock. (2003) Age constraints on first versus second language acquisition: Evidence for linguistic plasticity and epigenesis. Brain and Language 87:3, pages 369-384.
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Jeffery P. Braden. 2003. Clinical Interpretation of the WAIS-III and WMS-III. Clinical Interpretation of the WAIS-III and WMS-III 451 486 .
Susan J. Maller. (2016) Item Invariance in Four Subtests of the Universal Nonverbal Intelligence Test (UNIT) across Groups of Deaf and Hearing Children. Journal of Psychoeducational Assessment 18:3, pages 240-254.
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Susan Easterbrooks. (2016) Improving Practices for Students with Hearing Impairments. Exceptional Children 65:4, pages 537-554.
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Jeffery P. Braden & Joseph M. Hannah. 1998. WISC-III Clinical Use and Interpretation. WISC-III Clinical Use and Interpretation 175 201 .
Susan J. Maller. (1997) Deafness and WISC-III item difficulty: Invariance and fit. Journal of School Psychology 35:3, pages 299-314.
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Jeffery P. Braden. (2016) Book Review: Psychoeducational assessment of hearing-impaired students: Infancy through high school. Journal of Psychoeducational Assessment 14:1, pages 74-78.
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Jeffery P. Braden, James A. Wollack & Thomas E. Allen. (2016) A Reply to Kishor: Choosing the Right Metric. Journal of Psychoeducational Assessment 13:3, pages 250-265.
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Jeffery P. Braden. 1995. International Handbook of Personality and Intelligence. International Handbook of Personality and Intelligence 621 650 .
Jeffery P. Braden, Christine E. Kostrubala & Jocelyn Reed. (2016) Why Do Deaf Children Score Differently on Performance vs. Motor-Reduced Nonverbal Intelligence Tests?. Journal of Psychoeducational Assessment 12:4, pages 357-363.
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Jeffery P. Braden, Susan J. Maller & Marius M. Paquin. (2016) The Effects of Residential Versus Day Placement on the Performance IQS of Children with Hearing Impairment. The Journal of Special Education 26:4, pages 423-433.
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